Talk:Alexander Technique/Archive 8
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Bio-psychological effects and potential mechanisms of the Alexander Technique
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Abstract
The AT is in the interesting position of having been practiced for over 125 years in a wide variety of educational and medical settings yet a proper biological understanding of the mechanisms underlying AT has only recently become possible. This was also the case for many of the early psychotropic drugs that were discovered serendipitously with no clear explanation for their purported mechanisms of action (Carey et al., 2020).
The main hypothesis in this paper is that the effects of the Alexander Technique (AT) can be, at least partially, explained in terms of mechanisms known to biological psychology. Secondarily the AT likely shares mechanisms of action with movement based embodied cognitive practices (MECPs) such as Yoga, Qigong and Tai Chi and modern Western mindfulness techniques such as Mindfulness Based Stress Reduction (MBSR) and Mindfulness Based Cognitive Therapy (MBCT).
Focusing on two areas of promising research identified by systematic reviews (Woodman & Moore, 2011; Ernst & Canter, 2003), AT in treatment of Parkinson’s associated disability and chronic back pain, this paper attempts to build upon current hypotheses for the currently unknown mechanisms underlying the AT’s effects using the latest available research.
Background
The Alexander Technique (AT) is a method of neuromuscular re-education known to affect postural tone (Jones, 1965; Cacciatore et al., 2011) and movement coordination (Cacciatore et al., 2011; Cacciatore et al., 2014; Preece et al., 2016). AT can be called a phenomenological study of the interaction between one’s biology and psychology (mindbody), as it’s concerned with the practical relationships between volitional cognitive behavior, somatosensory awareness, and regulation of muscle activity in postural support and movement (Stallibrass et al., 2002).
AT teachers use skilled manual contact to observe and assess changes in muscle activity, balance, and coordination, highlighting the behavior for the student while simultaneously giving verbal suggestions or directing the student’s use of conscious autosuggestion (volitional cognitive behavior). With physical and verbal direction from the teacher, pupils learn to recognize and adopt better behavioral strategies for overall control of balance and movement (Stallibrass et al., 2002).
Parkinson’s disease (PD) is a progressive neurological disease that includes a range of symptoms related to control of posture (Doherty et al., 2011). The biological basis for PD is death of dopamine secreting neurons caused by degeneration of the substantia nigra and nigrostriatal system. PD damages the nigrostriatal system because elevated intracellular calcium ions and dopamine combine to kill cells in the nigrostriatal system while the mesolimbic/mesocortical system lacks elevated levels of calcium ions and is therefore unaffected. Most cases of Parkinson’s disease (PD) do not have genetic causes but there are PD correlated gene mutations known to cause higher levels of defective proteins to accumulate and damage dopaminergic neurons (Carlson & Bricket, 2022).
Systematic reviews of trials (Woodman & Moore, 2011; Ernst & Canter, 2003) found good research for the effectiveness of Alexander Technique lessons in Parkinson’s-associated disability. According to the National Health Service (UK), lessons in the AT may help one carry out everyday tasks more easily and improve feelings about Parkinson's disability. Medication often alleviates some Parkinsonian motor symptoms, but it does not cure them and may make aspects of postural control worse (Contin et al., 1996). According to Cohen, et al. (2015), movement based embodied cognitive practices (MECPs) that are similar to AT (Posadzki, 2009), such as Yoga (Ban et al., 2021), Qigong and Tai Chi (Li et al., 2012) have shown promise in alleviating symptoms associated with PD disability.
Potentially Shared Mechanisms of Mindfulness, MECPs & AT
Within the field of contemplative science, the directing of attention to bodily sensations has so far mainly been studied in the context of seated meditation and mindfulness practices. However, the cultivation of interoceptive, proprioceptive and kinesthetic awareness lies at the core of MECPs such as Yoga, Qigong and Tai Chi and likely plays a key role in the efficacy of modern somatic therapeutic techniques like the Alexander Technique (Schmalzl et. al., 2014). Mechanisms involved in AT likely overlap with those involved with meditation and mindfulness practices, many of which have similar core principles (Posadzki, 2009). Mindfulness has influenced a wide range of approaches to psychotherapy with new research revealing significant improvements in various disorders with reduction in symptoms and prevention of relapse (Siegel, 2007).
Fairly recently, cognitive neuroscience has shifted from a predominantly disembodied and computational view of the mind, to more embodied and situated views of the mind; realizing that mental functions cannot be fully understood without reference to the physical body and the environment in which they are experienced (Schmalzl et al., 2014). Early cognitive research neglected the issues concerning the activation of action, preparedness of response, direction of action, and termination of action (Pervin, 1992). Advances in the neuroscience of motor control and promising initial results have led to increased interest in AT related research.
AT Principals
A core aspect of AT, the process of ‘directing,’ involves applying specific intentions to postural tone, body schema, and spatial awareness. The practice of ‘directing’ attention to postural tone and body schema also involves monitoring departures from postural intentions and applying inhibitory control to motor planning to prevent automatic patterns of muscle activation. ‘Direction’ in AT lessons can be thought of as receiving suggestion or giving autosuggestion and focusing on the reaction and/or inhibiting the resulting behavior while a teacher provides immediate manual and verbal feedback, creating a bio-feedback loop with the student, which in turn increases awareness of nervous system state, muscular tone and reactive behavioral habits that might otherwise remain subconscious. ‘Inhibiting,’ another core aspect of AT, may refer to the undoing or prevention of unnecessary tensing, whether at rest, in anticipation, or during an action. In an AT lesson, inhibition may also refer to prevention of motor planning while performing an action. The AT process of inhibiting may also refer to a more general intentional calming of the nervous system (Cacciatore et al., 2011).
The body axis plays a central role in AT because of the critical function of postural tone in this region. The neck may be especially crucial due to its proximal location at the top of spine and direct role in orienting the head (Loram et al., 2017). The spine’s instability and its central location require that axial tone mediate interactions between limbs. Failure to adapt axial tone can manifest as jerky, uncomfortable, or poorly controlled movement. Correcting this failure could have wide-ranging benefits as postural tone interacts with executive processes, motor acts, emotional regulation, and pain (Cacciatore et al., 2011). Although the effectiveness of AT lessons has been shown at the behavioral level, their effects on altering brain circuitry are still unclear.
Mirror Neurons
In MECPs and related work, the relationship between the teacher and student is like that of therapist and client, together they enter a state of enhanced connectivity. In this state there is a largely automatic sharing of affective and somatosensory experience, said to also involve a simultaneous activation of affective and sensory brain structures in both individuals (Singer & Lamm, 2009; Nummenmaa et al., 2012). Dyadic or dialectical contemplation, typically master and pupil, is at the core of many Eastern mindfulness modalities and MECPs, and is similar in Western systems such as the AT and body-oriented psychotherapy.
The neural circuits activated in a person carrying out actions, expressing emotions, and experiencing sensations are activated also, automatically via a mirror neuron system, in the observer of those actions, emotions, and sensations. That shared activation suggests that a functional mechanism of “embodied simulation” consists of automatic, unconscious, and non-inferential simulation in the observer of actions, emotions, and sensations carried out and experienced by the observed. The shared neural activation pattern and the accompanying embodied simulation constitute a fundamental biological basis for understanding another's mind, empathy, which is required in any therapeutic relationship (Gallese et al., 2007).
A component problem of pain is the long-term emotional implications of chronic pain; the threat that such pain represents to one’s future comfort and well-being. The long-term emotional consequences of chronic pain appear to be mediated by pathways that monitor the prefrontal cortex (Carlson & Bricket, 2022). Several functional imaging studies have shown that under certain conditions, stimuli associated with pain can activate the ACC even when no actual painful stimulus is applied. Singer et al. (2004)* found that when women received a painful electrical shock to the back of their hand, their ACC, anterior insular cortex, thalamus, and somatosensory cortex became active. When they saw their partners receive a painful shock but did not receive one themselves, the same regions (except for the somatosensory cortex) became active. The emotional component of pain (i.e. a vicarious experience of pain) can be provoked by empathy for someone, causing responses in the brain similar to the ones caused by actual pain (Carlson & Bricket, 2022).
Body Schema & Brain Plasticity
A particularly relevant form of chronic pain in this context is phantom limb pain as one theory maintains that phantom limb pain can arise from a conflict between visual feedback and proprioceptive feedback from the phantom limb (Carlson & Bricket, 2022). Mirror box therapy is designed with this relationship in mind and shares aspects of potentially modulating body schema with AT.
A physiologist and medical research scientist at the University of New South Wales, Dr. David Garlick, made a preliminary survey of possible physiological explanations involved in the AT and laid the groundwork for current theories of AT mechanisms in the 1980s. He stressed that the awareness of inter-relationship of muscle and mental states (body schema) as one of the most important effects of the AT. Garlick’s research included various types of postural analysis, the majority of which were published in The Lost Sixth Sense (1990). The “sixth sense” in this context refers to underdevelopment and/or malfunctioning of kinaesthesia and proprioceptive senses. Garlick postulates that the AT mainly operates on these senses and the brain mechanisms related to them; he lists sensory nerve inputs from neck muscle spindles, Golgi tendon organs, skin and joint receptors, and differences in types of muscle fibers as physiological factors relevant to the transmission and reception of psychomotor information used in dyadic AT practice (Garlick, 1990)*.
In his 1985 book, The Man Who Mistook his Wife for a Hat, Oliver Sacks describes an extreme case of the loss of proprioception in the chapter, ‘On the Level.’ The patient discovers AT-like strategies of additional feedback (in this case affixing a spirit level to his glasses) coupled with the recruitment of cognitive mechanisms to help regulate what should be automatic, consciously adjusting his balance. In the chapter Sacks writes, “The awareness of relative position of trunk and limbs, derived from receptors in the joints and tendons - was only really defined (and named ‘proprioception’) in the 1890s; the complex mechanisms and controls by which our bodies are properly aligned and balanced in space - these have only been defined in our own century, and still hold many mysteries (Sacks 1985)*.”
People with low back pain (LBP) have, on average, reduced lumbar range of movement and proprioception; they also move more slowly compared to people without LBP (Laird et al. 2014). Chronic back and hand pain are associated with deficits in body schema, suggesting that improving it may be a component of AT pain reduction (Gilpin, Moseley, Stanton, & Newport, 2015; Moseley & Flor, 2012)*.
The largest AT study to date was a randomized controlled trial with 579 participants led by Dr. Paul Little (Little et al., 2008). The so-called “ATEAM” trial evaluated the economic viability of therapeutic massage, exercise, and lessons in the AT for treating persistent low* back pain, comparing the costs and outcomes at 12 months of courses of 6 and 24 lessons in the Alexander technique, 6 sessions of massage, and a general practitioner's prescription for home-based exercise with a nurse follow-up for patients with chronic or recurrent non-specific back pain in primary care. Exercise and lessons in the Alexander technique, but not massage, remained effective at one year; 24 lessons had the best results (measured in recorded days with and without pain) but six lessons followed by exercise prescription was ‘85% as effective’ as 24 lessons. The combination of six AT lessons followed by exercise was the most cost effective option (Hollinghurst, 2008). AT was viewed as effective by most participants (Yardley et al., 2010). Dr. Little and colleagues suggest the AT is a powerful tool for self-efficacy as participants were able to apply skills learned from lessons to continue independent learning in the 6 lessons plus exercise group (Little et al., 2008).
Martel and colleagues showed plasticity in body schema estimates used for motor control is altered in children and early adolescents with Developmental Coordination Disorder (DCD), concluding, “Although DCD has long been considered a motor disorder, our findings suggest that children and early adolescents with DCD have trouble when comparing their predicted and received feedback, leading to difficulties in their body estimate.” Children with DCD experience difficulties in adjusting their body when their posture is challenged, or when they are asked to run or jump during clinical assessment; these situations require them to access their body representation for action (Martel et al., 2022). Children and adolescents have greater body image plasticity than adults making early intervention important. Physical therapists usually focus their approach on the body rather than motor disorders, working with children to improve their body awareness and find compensatory strategies.
The clinical assessment of the ability to point to or name several body-parts is generally preserved in children with Developmental coordination disorder (DCD). Their preserved motor learning, together with their noted reliance on vision to control hands and tools, point towards a body related deficit. The parietal part of the dorsal stream, involved in the plasticity of the implicit body estimate, might instead be impaired, in keeping with the proposed role of state estimator for the posterior parietal cortex (Medendorp and Heed, 2019; Shadmehr and Krakauer, 2008), and parietal dysfunction in DCD (Debrabant et al., 2016; Kashiwagi et al., 2009; Zwicker et al., 2011). Perceptual problems have been attributed to dys-functioning of the dorsal stream in several developmental disorders (Pisella et al., 2019)*, with parietal but not occipital visuo-spatial dysfunction being particularly involved in DCD (Nobusako et al., 2018; Pisella et al., 2019, 2020). This could indicate that plasticity of the Body Image mostly involves visual information processed in the occipital part of the dorsal stream, which may be intact in DCD (Martel et al. 2022).
Postural Tone and Motor Planning
In order to plan an action, the motor system integrates sensory information from different sources into a coherent model of current body geometry (Gurfinkel, 1994; Head & Holmes, 1911; Medendorp & Heed, 2019). Gurfinkel and colleagues proposed that tone and body schema work together to govern postural organization and provide a foundation for movement and balance (Gurfinkel, 1994; Gurfinkel, Ivanenko Yu, Levik Yu, & Babakova, 1995; Gurfinkel, Levick, Popov, Smetanin, &; Shlikov, 1988). In AT, spatial and body-schema phenomena are thought to be deeply interwoven with tone (Cacciatore et al. 2011). Changes in tone lead to changes in the perception of the structural organization of the body, and an improved body percept facilitates further improvements in tone (Loram, 2017).
Using EMG to record muscle activity, one study found AT lessons decreased axial stiffness by 29% on average in subjects with low back pain while resisting rotation, leading the authors to suggest that dynamic modulation of postural tone can be enhanced through long-term training in the AT (Cacciatore et al., 2011). As the research on AT and tone indicates, changes in distribution and adaptivity of tone affect movement and balance. In a broad sense, tone is a foundational system that affects other aspects of motor behavior.
Changes in tone from AT-based instructions suggest that executive function can influence tone and body schema (Cohen et al., 2015, 2020). This process may be related to what movement scientists call kinesthetic motor imagery (Chiew, LaConte, & Graham, 2012), although such studies mostly examine the mental representation of overt movement rather than mental representations of desired postural states (c.f. Gildea, van den Hoorn, Hides, & Hodges, 2015).
Changes in body schema could also underlie changes in the adaptivity of tone. Postural tone (possibly in interaction with body schema) forms the central node of the current theoretical model of the AT proposed by Cataccorie et al. Because body schema is used as a central reference for posture, movement planning, and execution; its accuracy, precision, and integration with the motor system are likely to have widespread motor effects (Haggard & Wolpert, 2005; Ivanenko et al., 2011). Postural tone and body schema are similar in that both concern neurophysiological states rather than sequential processes like action and both are particularly suited to influence motor behavior in general (Gurfinkel, 2009; Ivanenko & Gurfinkel, 2018; Medendorp & Heed, 2019). While there is no direct evidence that AT changes body schema, innumerous observations from practitioners and students support its relevance to AT practice.
A variety of non-physical outcomes of AT lessons including improved perceived general wellbeing and increased confidence were found by Kinsey et al. (2021). While physical effects of the AT are measurable, albeit subtle, non-physical outcomes are often reported and are difficult to quantify. Because AT practitioners and students philosophically conceive of the mind-body as an integrated whole, this interaction is not surprising. Kinsey and colleagues make two informed theory statements on how non-physical outcomes can be generated by AT lessons: because the mind-body connection “improvements in physical wellbeing lead directly to psychological well-being,” and “an experience of mind-body integration leads people to apply AT skills to non-physical situations” (Kinsey et al. 2021).
Research that supports these theory statements can be found in the foundational work in AT & Parkinson’s (PD) done by Dr. Chloe Stallibrass and colleagues at the University of Westminster. A pilot study (Stallibrass 1997) indicated that, in conjunction with drug therapy, AT could benefit people with PD. In a follow-up study (Stallibrass et al 2002), ninety-three people with idiopathic Parkinson’s disease were assigned into three groups (AT, massage, and no additional care) and assessed using the ‘Self-assessment Parkinson’s Disease Disability Scale’ (SPDDS), ‘Attitudes to Self-scale’ and ‘Beck Depression Inventory’ (BDI). An additional study (Stallibrass 2005) investigated retention of skills from the main study by voluntary follow up self-assessment questionnaire responses. The AT group improved compared with the no additional intervention group, pre-intervention to post-intervention on SPDDS tests and was comparatively less depressed post-intervention, supporting evidence that lessons in the AT are likely to lead to sustained benefit for people with Parkinson's disease and that AT lessons can have non-physical outcomes. AT is particularly relevant in the interplay of cognition, behavior, and the initiation of movement (Stallibrass et al 2002).
Primary symptoms of PD are muscular rigidity, slowness, tremor, and postural instability. Functional-imaging studies have shown that akinesia (difficult initiating movement) was associated with decreased activation of the supplementary motor area and that tremors are associated with abnormalities of a neural system involving the pons, midbrain, cerebellum, and thalamus (Carlson & Bricket, 2022).
The possible connections among body schema, postural tone, and motor control suggest an intriguing area of potential research on changes in body schema through AT instruction. More recently, there have been several related studies led by or involving Dr. Rajal Cohen of the University of Idaho that quantitatively measured differences in axial tone, postural sway, postural uprightness, and step initiation before and after AT instruction among PD sufferers and healthy individuals. Cohen et. al (2015) showed that distinct effects on posture and mobility were apparent in several measures after Parkinson’s patients were given brief verbal postural instructions “Lighten Up,” based on common AT direction, and “Pull Up,” based on popular concepts of effortful posture correction. Lighten Up instructions reduced lateral center of pressure (CoP) displacement and increased smoothness of CoP path relative to both other conditions. Both axial rigidity (peak torque) and postural sway amplitude were lower with Lighten Up instructions than in either other condition.
Conclusion
These inquiries all have interesting implications for biological psychology and the philosophical mind-body problem. In light of recent research we can now make educated theory statements about previously unanswerable questions including: How does the nonverbal transfer of psychomotor information between teacher and student take place during AT lessons and related modalities? What is going on in any subsequent changes?
The answer to the former is most likely a combination of systems including mirror neurons and other bio-feedback mechanisms related to interoception and proprioception that are recruited in the teaching/learning of the AT. With additional feedback from a teacher, interoception and proprioception is enhanced in the student, likely causing modulation of body schema and postural tone to also be enhanced. Postural tone is a foundational system that affects all other aspects of motor behavior. A safe conclusion to draw seems to be that the AT positively affects postural tone and therefore indirectly positively affects all other aspects of motor behavior. This in turn can have non-physical outcomes because of the nature of the mindbody. Taken together the conclusion is strikingly similar to Alexander’s basic assertion that ‘use’ of the self affects the ‘functioning’ of the self; however the relationship is more reciprocally intertwined than Alexander’s idea of ‘Conscious Control of the Individual’ top down formulation lets on.
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Yardley L., Dennison L., Coker R., Webley F., Middleton K., Barnett J., Beattie A., Evans M., Smith P., Little P., Patients’ views of receiving lessons in the Alexander Technique and an exercise prescription for managing back pain in the ATEAM trial, Family Practice, Volume 27, Issue 2, April 2010, Pages 198–204, https://doi.org/10.1093/fampra/cmp093
Websites:
https://www.nhs.uk/conditions/alexander-technique/
See also
Austin, John H.M., and Pearl Ausubel. "Enhanced respiratory muscular function in normal adults after lessons in proprioceptive musculoskeletal education without exercises." Chest, vol. 102, no. 2, Aug. 1992, pp. 486+
Baime, M. (2016). In chronic nonspecific neck pain, adding Alexander Technique lessons or acupuncture to usual care improved pain. Annals of Internal Medicine, 164(6), JC29–JC29. https://doi.org/10.7326/ACPJC-2016-164-6-029
Becker, Copeland, S. L., Botterbusch, E. L., & Cohen, R. G. (2018). Preliminary evidence for feasibility, efficacy, and mechanisms of Alexander technique group classes for chronic neck pain. Complementary Therapies in Medicine, 39, 80–86. https://doi.org/10.1016/j.ctim.2018.05.012
Dennis Ronald J, Functional Reach Improvement in Normal Older Women After Alexander Technique Instruction, The Journals of Gerontology: Series A, Volume 54, Issue 1, January 1999, Pages M8-M11 https://doi.org/10.1093/gerona/54.1.M8
Eldred, J., Hopton, A., Donnison, E., Woodman, J., & MacPherson, H. (2015). Teachers of the alexander technique in the UK and the people who take their lessons: A national cross-sectional survey. Complementary Therapies in Medicine, 23(3), 451-461. doi:https://doi.org/10.1016/j.ctim.2015.04.006
Gleeson, M., Sherrington, C., Lo, S., & Keay, L. (2015). Can the alexander technique improve balance and mobility in older adults with visual impairments? A randomized controlled trial. Clinical Rehabilitation, 29(3), 244-260. https://doi.org/10.1177/0269215514542636
Gross M., Ravichandra R., Cohen Rajal., Mello B., Alexander Technique (AT) Group Classes: Feasible Intervention for Care Partners of People Living With Parkinson's, Archives of Physical Medicine and Rehabilitation, Volume 100, Issue 10, 2019, Page e42, ISSN 0003-9993, https://doi.org/10.1016/j.apmr.2019.08.111.
Kamalikhah T., Morowatisharifabad M. Rezaei-Moghaddam F., Ghasemi M. Gholami-Fesharaki M. Goklani S. Alexander Technique Training Coupled With an Integrative Model of Behavioral Prediction in Teachers With Low Back Pain Iran Red Crescent Medical Journal 2016 Sep; 18(9): e31218. Published online 2016 Aug 9. doi: 10.5812/ircmj.31218
Klein, SD; Bayard, C; Wolf, U (24 October 2014). "The Alexander Technique and musicians: a systematic review of controlled trials". BMC Complementary and Alternative Medicine. 14: 414. doi:10.1186/1472-6882-14-414. PMC 4287507. PMID 25344325.
Kinsey D., Glover L., Wadephul F., How does the Alexander Technique lead to psychological and non-physical outcomes? A realist review, European Journal of Integrative Medicine, Volume 46, 2021, ISSN 1876-3820, https://doi.org/10.1016/j.eujim.2021.101371
Hafezi M., Rahemi Z., Ajorpaz N.M., Izadi F.S., The effect of the Alexander Technique on pain intensity in patients with chronic low back pain: A randomized controlled trial, Journal of Bodywork and Movement Therapies, Volume 29, 2022, Pages 54-59, ISSN 1360-8592, https://doi.org/10.1016/j.jbmt.2021.09.025.
Pramod P. Reddy, Trisha P. Reddy, Jennifer Roig-Francoli, Lois Cone, Bezalel Sivan, W. Robert DeFoor, Krishnanath Gaitonde, Paul H. Noh, The Impact of the Alexander Technique on Improving Posture and Surgical Ergonomics During Minimally Invasive Surgery: Pilot Study, The Journal of Urology, Volume 186, Issue 4, 2011, Pages 1658-1662, ISSN 0022-5347, https://doi.org/10.1016/j.juro.2011.04.013
Preece, S.J., Jones, R.K., Brown, C.A. et al. Reductions in co-contraction following neuromuscular re-education in people with knee osteoarthritis. BMC Musculoskeletal Disorders 17, 372 (2016). https://doi.org/10.1186/s12891-016-1209-2
Schlinger, Marcy Feldenkrais Method, Alexander Technique, and Yoga—Body Awareness Therapy in the Performing Arts Physical Medicine & Rehabilitation Clinics REVIEW ARTICLE| VOLUME 17, ISSUE 4, P865-875, NOVEMBER 01, 2006
Stern J. The Alexander Technique: Mindfulness in Movement Relieves Suffering Alternative and Complementary Therapies Volume: 27 Issue 1: February 11, 2021 10-13. http://doi.org/10.1089/act.2020.29307.jcs
Tarr, Jennifer Educating with the hands: working on the body/self in Alexander Technique Sociology of Health & Illness Vol. 33 No. 2 2011 ISSN 0141–9889, pp. 252–265doi: 10.1111/j.1467-9566.2010.01283.x
Valentine, E. R., Fitzgerald, D. F. P., Gorton, T. L., Hudson, J. A., & Symonds, E. R. C. (1995). The Effect of Lessons in the Alexander Technique on Music Performance in High and Low Stress Situations. Psychology of Music, 23(2), 129–141. https://doi.org/10.1177/0305735695232002
Woods C., Glover L., Woodman J. An Education for Life: The Process of Learning the Alexander Technique Kinesiology Review Volume 9: Issue 3 14 Aug 2020 https://doi.org/10.1123/kr.2020-0020 68.129.197.221 (talk) 22:22, 10 December 2022 (UTC)
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Perhaps someone can help format edit
Peter seems to be right but formatting is in error. Also for references:
Alexander Technique is a movement education method.
"cognitive-motor learning program centering on proprioceptive neuromuscular facilitation (AT); This study evaluated combined cognitive-motor program based on somatic movement methods; Alexander technique and Bartenieff fundamental"
Kim, S., (2018). Exploring the field application of combined cognitive-motor program with mild cognitive impairment elderly patients. Journal of Exercise Rehabilitation, 14(5), 817–820. https://doi.org/10.12965/jer.1836418.209
If editors have having difficulty categorizing AT, it's very similar to MBSR, see:
Anheyer, D., Haller, H., Barth, J., Lauche, R., Dobos, G., & Cramer, H. (2017). Mindfulness-Based Stress Reduction for Treating Low Back Pain: A Systematic Review and Meta-analysis. Annals of internal medicine, 166(11), 799–807. https://doi.org/10.7326/M16-1997
The International Somatic Movement Education and Therapy Association (ISMETA) lists AT courses as somatic education
https://ismeta.org/ismeta-approved-training-programs#!biz/id/537cd5c1c260b1d221f946eb 173.54.182.4 (talk) 19:17, 13 December 2022 (UTC)
- What does this mean? -Roxy the dog 19:19, 13 December 2022 (UTC)
- There's been a mislabeling of at as alternative medicine/ therapy. Is is a somatic education method not a therapy as described in the sources I listed. Also the NHS cited in the wiki also says this 173.54.182.4 (talk) 19:23, 13 December 2022 (UTC)
- Mb look up psychomotor learning? 173.54.182.4 (talk) 19:28, 13 December 2022 (UTC)
- Also sometimes referred to as neuromuscular or psychophysical education/re-education. In an case it's not an alternative medicine system 173.54.182.4 (talk) 19:31, 13 December 2022 (UTC)
- We cannot use such a ref to suggest that AT isn't Alt-Med. -Roxy the dog 19:31, 13 December 2022 (UTC)
- Looking at the edit history of the page it was only added days ago with no good justification 173.54.182.4 (talk) 19:33, 13 December 2022 (UTC)
- That label seems to have been removed multiple times by editors. 173.54.182.4 (talk) 19:34, 13 December 2022 (UTC)
- curious as to why editor's decided to mark the page alternative medicine when it had been attempted to be marked that multiple times and reverted previously? 173.54.182.4 (talk) 19:38, 13 December 2022 (UTC)
- the more I'm looking at the recent editing history on the wiki the more it looks like it needs a twinkle revert to a month or two ago at the very least.... 173.54.182.4 (talk) 19:38, 13 December 2022 (UTC)
- it seems like editors equate at to esoteric things like energy work? an easy mistake to make upon superficial review 173.54.182.4 (talk) 19:45, 13 December 2022 (UTC)
- Your ip is very similar to one that was just blocked. This article is under sanctions that require editors to be well versed in all relevant policies. If you're unrelated to the blocked ip, it's highly recommended that you work on other topics while you learn Wikipedia's policies. --Hipal (talk) 20:38, 13 December 2022 (UTC)
- what blocked does a blocked ip have to do with what I said? 173.54.182.4 (talk) 20:39, 13 December 2022 (UTC)
- I was alerted to changes made to the wiki recently in error by the editor Peter B. 173.54.182.4 (talk) 20:41, 13 December 2022 (UTC)
- See WP:SOCK. Please reconsider what you're doing here. --Hipal (talk) 20:44, 13 December 2022 (UTC)
- what exactly are you insinuating? Do you have nothing to say about the concerns on the wiki page? 173.54.182.4 (talk) 20:50, 13 December 2022 (UTC)
- now I'm sanctioned from editing what exactly is going on with the editors on this Wiki?? 173.54.182.4 (talk) 20:56, 13 December 2022 (UTC)
- the ip in question is in Brooklyn NY, that's over 50 miles from here in NJ; is this seriously how the editors behave on towards people attempting to improve a poorly written wiki that doesn't represent the subject matter accurately? 173.54.182.4 (talk) 22:05, 13 December 2022 (UTC)
- See WP:SOCK. Please reconsider what you're doing here. --Hipal (talk) 20:44, 13 December 2022 (UTC)
- Your ip is very similar to one that was just blocked. This article is under sanctions that require editors to be well versed in all relevant policies. If you're unrelated to the blocked ip, it's highly recommended that you work on other topics while you learn Wikipedia's policies. --Hipal (talk) 20:38, 13 December 2022 (UTC)
- We cannot use such a ref to suggest that AT isn't Alt-Med. -Roxy the dog 19:31, 13 December 2022 (UTC)
Bias on display
Editors don't want to read the truth in my well sourced edit and keep removing it. There's a citation for that statement Sgerbic, look it up!
Are you writing a chapter for a pro-AT book or writing for a Wikipedia page? Wikipedia editors never start out with "AT is in the interesting position of having been practiced for over 125 years" and never continue with "a wide variety of educational and medical settings yet a proper biological understanding of the mechanisms underlying AT has only recently become possible. This was also the case for many of the early psychotropic drugs that were discovered serendipitously with no clear explanation for their purported mechanisms of action". I stopped reading at this point. Sgerbic 68.129.197.221 (talk) 22:20, 10 December 2022 (UTC)
- Systematic reviews of trials (Woodman & Moore, 2011; Ernst & Canter, 2003) found good research for the effectiveness of Alexander Technique lessons in Parkinson’s-associated disability. According to the National Health Service (UK), lessons in the AT may help one carry out everyday tasks more easily and improve feelings about Parkinson's disability. Medication often alleviates some Parkinsonian motor symptoms, but it does not cure them and may make aspects of postural control worse (Contin et al., 1996). Movement based embodied cognitive practices (MECPs) share underlying principles with AT (Posadzki, 2009) and have similar effects on PD disability (Cohen et al., 2015) as Yoga, Qigong and Tai Chi which have also shown promise in alleviating symptoms associated with PD disability (Ban et al., 2021; Li et al., 2012). 68.129.197.221 (talk) 22:43, 10 December 2022 (UTC)
- So maybe AT can be called a MECP? Alternative medicine isn't correct. 173.54.182.4 (talk) 22:23, 13 December 2022 (UTC)
Nothing to see here (but bias). (WP:OR by page blocked IP) See WP:NOT. -Roxy the dog 22:33, 10 December 2022 (UTC)
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What is going on with this wiki?Seems to be an edit war going on between AT sympathizers and skeptical editors both making very questionable edits to this wiki. Any thoughts? 107.122.161.16 (talk) 20:47, 13 December 2022 (UTC)
I've requested article protection. --Hipal (talk) 00:23, 14 December 2022 (UTC) Is at popular?bon courage just removed popular... See eldred et all 400k lessons per years: Eldred, J., Hopton, A., Donnison, E., Woodman, J., & MacPherson, H. (2015). Teachers of the Alexander Technique in the UK and the people who take their lessons: a national cross-sectional survey. Complementary Therapies in Medicine, 23(3), 451-461. Also is taught and hundreds of universities: https://www.amsatonline.org/aws/AMSAT/pt/sp/educational_institutions 173.54.182.4 (talk) 22:17, 13 December 2022 (UTC)
Looking goodThx editors including bc, it's looking pretty good now! The only thing is that perhaps the last paragraph of the health effects section is a little excessively long and redundant. How many times does it have to say insufficient evidence? 107.122.161.16 (talk) 17:36, 14 December 2022 (UTC)
Better Sources for Performing Arts & AT StatementsRuth Rootberg (2011) “End-gaining”and the“Means-Whereby”: Discovering the best process to achieve goals of vocal training and pedagogy using the Alexander Technique, Voice and Speech Review, 7:1, 157-163, DOI: 10.1080/23268263.2011.10739536 Klein, S.; Bayard, C; Wolf, U (2014). “The Alexander Technique and musicians: a systematic review of controlled trials”. BMC Complementary and Alternative Medicine. 14: 414. doi:10.1186/1472-6882-14-414. PMC 4287507. PMID 25344325. Schlinger, M. (2006). Feldenkrais Method, Alexander Technique, and Yoga—Body Awareness Therapy in the Performing Arts. Physical Medicine and Rehabilitation Clinics of North America, 17(4), 865–875. https://doi.org/10.1016/j.pmr.2006.07.002 Davies, J. (2020) Alexander Technique classes improve pain and performance factors in tertiary music students Journal of Bodywork and Movement Therapies Vol. 24 Issue 1 p.1-7 https://doi.org/10.1016/j.jbmt.2019.04.006 141.157.200.57 (talk) 19:07, 15 December 2022 (UTC)
D'Antoni et al. doesn't explicitly state anywhere AT is Alt. Med.Just read it and AT is examined but so are Alt med. things; D'Antoni et al. doesn't explicitly state anywhere AT is Alt. Med. D'Antoni ML, Harvey PL, Fried MP (September 1995). "Alternative medicine: does it play a role in the management of voice disorders?". J Voice. 9 (3): 308–11. doi:10.1016/s0892-1997(05)80239-5. PMID 8541975. 141.157.200.57 (talk) 19:35, 15 December 2022 (UTC) Damaging revertIn this[1] edit, LilianaUwU removed some WP:MEDRS sourcing for health claims, adding in unsourced content and a whole section of problem content tagged as incomprehensible. What is going on? Bon courage (talk) 08:07, 14 December 2022 (UTC)
AT is a movement-based embodied cognitive practices (MECPs); not Alt Med.Schmalzl, L., Crane-Godreau, M., & Payne, P. (2014). Movement-based embodied contemplative practices: Definitions and paradigms. Frontiers in Human Neuroscience, https://doi.org/10.3389/fnhum.2014.00205 Cacciatore, T. W., Johnson, P. M., & Cohen, R. G. (2020). Potential Mechanisms of the Alexander Technique: Toward a Comprehensive Neurophysiological Model, Kinesiology Review, 9(3), 199-213. https://journals.humankinetics.com/view/journals/krj/9/3/article-p199.xml Kim, S., (2018). Exploring the field application of combined cognitive-motor program with mild cognitive impairment elderly patients. Journal of Exercise Rehabilitation, 14(5), 817–820. https://doi.org/10.12965/jer.1836418.209 Cohen R., Gurfinkel, V. S., Kwak, E., Warden, A. C., & Horak, F. B. (2015). Lighten Up: Specific Postural Instructions Affect Axial Rigidity and Step Initiation in Patients With Parkinson’s Disease. Neurorehabilitation and Neural Repair, 29(9), 878–888. https://doi.org/10.1177/1545968315570323 141.157.200.57 (talk) 19:05, 15 December 2022 (UTC)
How many time must the alt medicine tag be removed?AT is not listed as alt med or fringe for the umpteenth time this wiki is not alt med. 173.54.182.4 (talk) 22:24, 14 December 2022 (UTC)
Alternative medicine is part of fringe medical practices. Now please stop bludgeoning this page. You are posting as if you're on speed. -- Valjean (talk) (PING me) 18:38, 15 December 2022 (UTC)
What happened to alt therapy banner?What happened to the alt therapy banner that is more fitting and less jarring when you first open the wiki page? 107.127.46.30 (talk) 18:49, 15 December 2022 (UTC)
BannerFound the right banner The cultivation of interoceptive, proprioceptive and kinesthetic awareness lies at the core of MECPs such as Yoga, Qigong and Tai Chi and likely plays a key role in the efficacy of modern somatic education/therapeutic techniques like the AT (Schlinger, 2006; Schmalzl et al., 2014; Kim, 2018). Mindfulness and MECPs likely share underlying mechanisms with AT (Stern, 2021) and they have similar effects on back pain (Anheyer, 2017; Woodman, 2011) Anheyer, D., Haller, H., Barth, J., Lauche, R., Dobos, G., & Cramer, H. (2017). Mindfulness-Based Stress Reduction for Treating Low Back Pain: A Systematic Review and Meta-analysis. Annals of internal medicine, 166(11), 799–807. https://doi.org/10.7326/M16-1997 Stern J. (2021). The Alexander Technique: Mindfulness in Movement Relieves Suffering Alternative and Complementary Therapies Volume: 27 Issue 1: February 11, 10-13. http://doi.org/10.1089/act.2020.29307.jcs Schmalzl, L., Crane-Godreau, M., & Payne, P. (2014). Movement-based embodied contemplative practices: Definitions and paradigms. Frontiers in Human Neuroscience, https://doi.org/10.3389/fnhum.2014.00205 Woodman, J. P. Moore, N. R. (2011). Evidence for the effectiveness of Alexander Technique lessons in medical and health-related conditions: a systematic review – International Journal of Clinical Practice VL – 66 IS – 1 SN – 1368-5031 UR https://doi.org/10.1111/j.1742-1241.2011.02817.x Kim, S., (2018). Exploring the field application of combined cognitive-motor program with mild cognitive impairment elderly patients. Journal of Exercise Rehabilitation, 14(5), 817–820. https://doi.org/10.12965/jer.1836418.209
Blocked(Harassment by sockpuppet removed --Hipal (talk) 02:12, 16 December 2022 (UTC))
I've dropped three-month blocks on the two most recent IPs, who were evading the block on this one. I'm going to add semi-protection to the talk page since this is getting ridiculous. User:Roxy the dog, have a great day, and maybe you and some other editors can consider archiving part or all of these conversations. Drmies (talk) 01:38, 16 December 2022 (UTC) NHS statement interpretation"If you want to draw the inference that the advocates making claims off the back of improper evidence are making "false claims", that would be reasonable. Trying to shut that implication down is WP:PROFRINGE POV pushing." -Bon Courage There seems to be some tension between editors as to what evidence is improper. Typically RCTs in peer-reviewed journals have been rejected here as only systematic reviews are allowed for wiki MED:RS. That said editors are very selective about which systematic reviews they want to accept. The NHS statement is based on the systematic review of Woodman and Moore but for some reason is rejected by the editors, for example. Some editors of this page have a hard time discriminating between quackery and legitimate practices well which is documented in their respective talk pages (many of them have been banned for coordinated editing of related pages). 107.127.46.10 (talk) 22:32, 11 January 2023 (UTC) Health effects edits undoneNew to editing. Not clear why my edit was undone immediately - I replaced an inaccurate and misleading summary of the NHS document cited in Health Effects with a direct quote from their article - by definition this is a more accurate representation of the NHS view. What is the reason for reverting to the original less accurate version? AndyMoorse (talk) 14:26, 4 January 2023 (UTC)
Just want to drop in and catch up on this discussion. The changes discussed are with this edit by AndyMoorse [2] Sgerbic (talk) 18:54, 7 January 2023 (UTC) References |
